scholarly journals 369Womeńs empowerment benefits early childhood numeracy-literacy in 26 African countries

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Carolina Coll ◽  
Fernanda Ewerling ◽  
John Lynch ◽  
Anita Raj ◽  
Cesar Victora ◽  
...  
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Child Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Demographic And Health Surveys ◽  
African Countries ◽  
Standard Deviation Increase ◽  
Developmental Potential ◽  
Developmental Domains

Abstract Background Every year more than 200 million children under-five years fail to achieve their full developmental potential in low- and middle-income countries. We explored whether mothers’ empowerment is associated with early childhood development in 26 African countries. Methods We used data from Demographic and Health Surveys and Multiple Indicator Cluster Surveys ranging from 2010 to 2018. Four developmental domains were assessed among children aged 36-59 months using the Early Childhood Development Index: literacy-numeracy, physical, learning and socioemotional. Women’s empowerment in attitude to violence, social independence and decision-making was evaluated using the SWPER Global, a validated survey-based index. We used logistic regression to estimate the associations between mother’s empowerment level in each domain and the development of their children controlled by wealth. Results Across all countries, 15·1% of the children were on track in the literacy-numeracy domain, 92·3% in physical, 81·3% in learning and 67·8% in socio-emotional. The odds of a child being on track in literacy-numeracy increased by 11%, 34% and 18%, with a one standard deviation increase in the scores of attitudes to violence, social independence and decision-making domains of empowerment, respectively. No effect of empowerment was observed for the other domains of child development in most countries. Conclusions We found a consistent and positive effect of mothers’ empowerment on the literacy-numeracy domain of child development. The null effects in other developmental domains may be related to lower variability in these outcomes, or to specific effects on literacy-numeracy. Key messages Womeńs empowerment has a potential to improve child development and their future human capital

Child Development: The Next Global Health Frontier

2018 ◽  
pp. 219-252
Author(s):  
Mei Elansary ◽  
Elizabeth Peacock-Chambers ◽  
Barry S. Zuckerman
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Child Health ◽  
Social Factors ◽  
Cultural Context ◽  
Early Childhood Development ◽  
Early Learning ◽  
Childhood Development ◽  
Developmental Potential ◽  
Use Of Technology

Recent improvements in child health have led to substantial decreases in child mortality globally.1 While progress is still needed, especially in regions afflicted by conflict and political instability,2 the next step is to promote young children’s development and early learning so they can remain healthy, take advantage of growing educational opportunities, and contribute to their communities’ economic growth. Every year, approximately 249 million children, mainly from low- and middle- income countries, fail to reach their developmental potential in the context of poverty and related health, nutrition, and social factors.3 Recessions and climate change additionally contribute to loss of developmental potential globally.4–7 While principles of early childhood development are universal, a global perspective must consider exposure to extreme poverty and high prevalence of infectious diseases, cultural context, and availability and type of resources. This chapter will describe biological and social factors that influence brain development and early learning and resilience, their cultural context, and examples of successful child development interventions globally. We also provide recommendations to rapidly accelerate the promotion of early childhood development globally with key strategies, including an emphasis on universal prevention programs rather than universal screening, multigenerational models that emphasize universal support for parents and targeted support for high-risk populations, integration of child development programs into child health and nutrition efforts, and use of technology.

scholarly journals The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

2021 ◽  
Author(s):  
Laura V. Sánchez-Vincitore ◽  
Arachu Castro
Keyword(s):  
Early Childhood ◽  
Dominican Republic ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Developmental Potential ◽  
Cluster Survey ◽  
Multiple Indicator Cluster Survey ◽  
Psychosocial Model ◽  
Multiple Indicator ◽  
At Home

AbstractIntroductionThe association between sociodemographic factors, such as poverty, lack of maternal schooling, and being male at birth, and childhood developmental delay and poor educational outcomes has been established in the Dominican Republic. However, moderating factors present or introduced in families to buffer the effects of such factors on childhood development are still unknown.MethodsWe conducted a secondary analysis of the 2014 Multiple Indicator Cluster Survey for the Dominican Republic, a national household survey focused on maternal and child health and development. The first aim of our study was to determine if a sociodemographic model predicted early childhood development. The second aim was to determine if a psychosocial model (including family childrearing practices, discipline, and early childhood stimulation) predicted early childhood development above and beyond the sociodemographic model.ResultsWe found that both models predicted childhood development significantly, but that the psychosocial model explained 5% more variance than the sociodemographic model. The most relevant sociodemographic predictors were socioeconomic position and mother’s education, which uniquely explained 21% and 17% of the early childhood development variance, respectively. The most salient psychosocial predictors of early childhood development were: 1) attendance to an early childhood education program, which uniquely explained 15.0% of the variance; 2) negative discipline, which uniquely explained 12.4% (negative impact); 3) the number of children’s books at home, which uniquely explained 12.0%; and 4) stimulating activities at home, which uniquely explained 5%.ConclusionThese results have multiple implications for social programs that aim to improve children’s developmental potential in contexts of poverty. Although the results show a protective effect of psychosocial factors, sustainable and large-scale intervention should not be limited to just buffering effects, but to actually solve the underlying problem which is that poverty prevents children from reaching their developmental potential.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

Early Childhood Development Complexes — Where to from here?

1979 ◽  
Vol 4 (1) ◽  
pp. 26-31
Author(s):  
Yoland Wadsworth
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
School Child ◽  
Government Policy ◽  
Early Childhood Development ◽  
The State ◽  
Childhood Development ◽  
Research Officer

On March 20th of this year, it will be exactly five years since the Victorian Minister for Health released the Report of the Consultative Council on Pre-School Child Development, a document which was then adopted “in principle” as government policy for the State.This report yielded, amongst many detailed recommendations, the concept of an Early Childhood Development Complex (ECDC) which has since been implemented in practice in a number of different places throughout Victoria.As the research officer to the Consultative Council, I attended, from my appointment, all its deliberations and discussions, meetings, weekend workshops (some residential) and had the unique opportunity of witnessing the meshing of these experienced minds.

Parents’ Attitudes Toward Domestic Violence as a Risk Factor for Early Childhood Development: Testing an Actor–Partner Interdependence Model Using UNICEF MICS

2021 ◽  
pp. 088626052110582
Author(s):  
Gamze Turunç ◽  
Yasemin Kisbu-Sakarya
Keyword(s):  
Domestic Violence ◽  
Early Childhood ◽  
Risk Factor ◽  
Child Development ◽  
Parental Involvement ◽  
Violence Against Women ◽  
Early Development ◽  
Early Childhood Development ◽  
Paternal Involvement ◽  
Childhood Development

Purpose: While the importance of domestic violence has been examined in relation to parenting behaviors and child development, less is known about the link between justifying attitudes toward wife beating and parenting, especially in low- and middle-income countries (LMIC). This study employs an actor–partner interdependence mediation model to examine how parents’ justifying attitudes toward violence against women relate to their own (actor effects) and their partners’ (partner effects) level of parental involvement, which then influence their preschool children’s early development. Method: Using data from mothers, fathers, and children in 16,010 families residing in LMIC that participated in UNICEF’s Multiple Indicator Cluster Survey Waves 4-5-6 and a dyadic mediation modeling approach, we have examined the associations between maternal and paternal justification of violence against women, parental involvement, and children’s early development. Results: Results revealed that mothers’ greater justification of violence against themselves were associated with decreased level of maternal (actor effect) and paternal (partner effect) involvement, while fathers’ greater justification of violence against their wives was related to decreased paternal involvement (actor effect). Furthermore, mediation tests indicated that paternal justification of violence was negatively and indirectly associated with early childhood development through paternal involvement. Moreover, maternal justification of violence was negatively and indirectly associated with early childhood development through both maternal and paternal involvement. Conclusion: Mothers’ and fathers’ justifying attitudes toward domestic violence emerge as a possible risk factor for child development that can be addressed by preventive interventions.

scholarly journals Using the Mothers Object Relations Scale for early childhood development research in rural India: Findings from the Early Life Stress Sub-study of the SPRING Cluster Randomised Controlled Trial (SPRING-ELS)

2021 ◽  
Vol 6 ◽  
pp. 54
Author(s):  
Sunil S. Bhopal ◽  
Reetabrata Roy ◽  
Deepali Verma ◽  
Divya Kumar ◽  
Bushra Khan ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Object Relations ◽  
Life Stress ◽  
Early Childhood Development ◽  
Short Form ◽  
Controlled Trial ◽  
Childhood Development ◽  
World Health ◽  
First Time

Background: The World Health Organization and others promote responsive caregiving to support all children to thrive, particularly in low- and middle-income countries. The 14-item Mother’s Object Relations Scales – Short Form (MORS-SF) may be of use in research and public health programmes because of its basis in attachment theory and ability to capture parental feelings towards their child. Methods: We culturally adapted the MORS-SF for use with mothers in the SPRING home visits trial when their infants were 12 months old. The same dyads were assessed using the HOME inventory concurrently and Bayley Scales of Infant Development III (BSID-III) at 18 months of age. Mixed effects linear regression was used to examine associations between MORS-SF (explanatory variable) and HOME-IT, and the cognitive, language and motor domains of BSID-III (outcome variables). Results: 1273 dyads completed all assessments. For the motor and language BSID-III scales and for HOME-IT there were strong and positive associations with the MORS-SF warmth sub-scale, and strong and negative associations with the invasion sub-scale. Important but less strong associations were seen with the BSID-III cognitive scale. Evidence of interaction suggested that both are individually important for child development. Conclusions: This is the first time MORS-SF has been used in India where optimising responsive caregiving is of importance in supporting all children to reach their potential. It is also the first time that the tool has been used in relation to child development. MORS-SF could be a valuable addition to evaluation in early childhood development.

KREATIVITAS DAN PENERAPAN PERMAINAN TRADISIONAL

2018 ◽  
Vol 5 (1) ◽  
pp. 95-100
Author(s):  
Dwi Istati Rahayu
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Child Development ◽  
Early Childhood Development ◽  
Action Observation ◽  
Childhood Development ◽  
Childhood Education ◽  
Faculty Of Education ◽  
Traditional Game

his study aims to improve the creativity of children 5-6 years through traditional games, because the children's creativity is low. The use of traditional games as a solution because it is an existing cultural potential and has not been used well for the stimulation process in PAUD. The study was conducted in the Mutiara Hati Mataram PA B group in 2016, with 16 children. Action research is carried out through three cycles, consisting of four stages, namely planning, action, observation, and reflection. The data collection process is carried out through interview techniques, observation, and document analysis, and analyzed qualitatively. The traditional game that was applied in this study was a traditional game of sasak pucia-cia, kemantenan, lung-lung se, and meow. The results show that the application of traditional games can develop creativity. Creativity that develops for each game characteristic varies according to the game. The game is a fine motoric dominant, small groups can develop creativity in the process and product something. While the game is motorically dominant, large groups show creativity in developing a winning game strategy. Besides creativity, this traditional game can gradually improve children's emotional social skills, especially to manage emotions, empathy, foster relationships, and cooperation. It is recommended for teachers to be able to choose traditional games that are in accordance with the learning objectives.   Keyword : creativity, social emotional, traditional games, children aged 5-6 years   Abstrak   Penelitian ini bertujuan untuk meningkatkan kreativitas anak 5-6 tahun melalui permainan tradisional, karena kemampuan kreativitas anak rendah. Penggunaan permainan tradisional sebagai solusi karena merupakan potensi budaya yang ada dan belum dimanfaatkan dengan baik untuk proses stimulasi di PAUD. Penelitian dilaksanakan di kelompok B PAUD Mutiara Hati Mataram pada tahun 2016, dengan jumlah anak 16 orang. Action research dilakukan melalui tiga siklus, yang terdiri dari empat tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi. Proses pengumpulan data dilakukan melalui teknik wawancara, observasi, dan analisis dokumen, dan dianalisis secara kualitatif.  Permainan tradisional yang diterapkan dalam penelitian ini adalah permainan tradisional sasak pucia-cia, kemantenan, lung-lung se, dan meong begang. Hasil penelitian menunjukkan bahwa penerapan permainan tradisional dapat mengembangkan kreativitas. Kreativitas yang berkembang untuk setiap karakteristik permainan berbeda-beda sesuai permainannya. Permainan yang dominan motoric halus, kelompok kecil dapat mengembangkan kreativitas dalam proses dan produk sesuatu, Sedangkan permainan yang dominan motoric kasar, kelompok besar menunjukkan kreativitas dalam menyusun strategi pemenangan permainan. Selain kreativitas, permainan tradisional ini secara bertahap dapat meningkatkan kemampuan social emosional anak, terutama untuk mengelola emosi, empati, membina hubungan, dan kerjasama.  Disarankan kepada guru untuk dapat memilih permainan tradisional yang sesuai dengan tujuan pembelajarannya.   Kata kunci : kreativitas, sosial emosional, permainan tradisional, anak usia 5-6 tahun     References Achroni, Keen, Mengoptimalkan Tumbuh Kembang Anak melalui Permainan Tradisional, Yogjakarta, Javalitera, 2012 Dwi Istati Rahayu, Peningkatan Kemampuan Sosial Emosional melalui Penerapan Permainan Tradisional (Penelitian Tindakan di Kelompok B PAUD Mutiara Hati Mataram pada tahun 2015), (Disertasi), Universitas Negeri Jakarta, Jakarta, 2015 Hughes, F. Fergus, Children, Play, and Development, 4nd ed., Sage Publications Inc, USA, 2010 Hurlock, B. Elizabeth,  Child Development 6thEd. (terjemahan Perkembangan Anak oleh Meitasari Tjandrasa, dkk) Penerbit Erlangga, Jakarta, 1997 Mutiah, Diana, Psikologi BermainAnak Usia Dini,  Kencana Prenada Media Grup, Jakarta, 2010  Santrock, W. John, Child Development, 11th ed., (terjemahan Perkembangan Anak, jilid 2, oleh Mila Rachmawati), Penerbit Erlangga, Jakarta, 2007 Seefeldt, Carol;  Barbour, Nita, Early Childhood Education: an introduction, 3rd ed. Ontario, Maxwell Macmillan Canada Inc, 1993 Suarta, Nyoman; Rahayu, DI; Zain Irawan, The Development of Traditional Game into Educative Game for Stimulating the Early Childhood Development in West Nusa Tenggara,  Proceeding, the 3rd International Conference of Early Childhood Education (ICECE) 2015, Early Childhood Holistic and Integrative, Faculty of Education, State University of Padang, 2015 Taggart, Mc. Robbin; Kemmis, Stephen, The Action Research Planner, Australia, Deakin University LDS, 1990

scholarly journals Early Childhood Development and Education: Theoretical Convergences and Divergences

2019 ◽  
Vol 12 (7) ◽  
pp. 1
Author(s):  
Sandra Patricia Varela Londoño ◽  
Aurora Bernal Martínez de Soria ◽  
Sonia Rivas
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Early Childhood Development ◽  
Theoretical Study ◽  
Childhood Development ◽  
Conceptual Frameworks ◽  
Educational Approach ◽  
Significant Aspect ◽  
Holistic Perspective ◽  
Set Up

This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children’s parents and caregivers are highlighted as a significant aspect on children’s development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.

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